Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School

Fitts, Shanan

doi:10.1080/15235882.2006.10162880

Cited by 101 publications

(60 citation statements)

References 10 publications

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“…For an English-speaking child, the learning of a foreign language is an option, an enrichment, and any level of success is highly valued and applauded. Children are aware of this difference, and it affects their positioning in the classroom (Potowski 2004;Fitts 2006). Finally, White middle-class English-speaking children, who often occupy the English-speakers' seats in two-way programs, have been shown to dominate classroom discourse and thereby inadvertently rob Latino and other minority students of teacher time and attention (Valdés 1997;Olsen 1997;Delgado-Larocco 1998).…”

Section: Two-way Immersion: Innovative Solution or Deceptive Discrimimentioning

confidence: 96%

“…These programs also appear to be somewhat successful at offering language-majority students an opportunity to learn a foreign language without any damage to their English-language development or progress in school (Christian 1994;Christian et al 1997;Freeman 1998;Lindholm-Leary 2001;Potowski 2004). Although there is little research so far on the third goal, that of promoting equity and understanding in diverse settings, what has been done suggests that while this is an area in need of further scrutiny, some of these programs may also help to bridge cultural and linguistic gaps, at least within the school culture (Freeman 1998;Fitts 2006). Much depends, it seems, on the teachers as program implementers (Freeman 1998;TakahashiBreines 2002;Pérez 2004).…”

Section: Two-way Immersion: Innovative Solution or Deceptive Discrimimentioning

confidence: 97%

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Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom

Palmer

2008

International Journal of Qualitative Studies in Education

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Section: Two-way Immersion: Innovative Solution or Deceptive Discrimimentioning

confidence: 96%

Section: Two-way Immersion: Innovative Solution or Deceptive Discrimimentioning

confidence: 97%

Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom

Palmer

2008

International Journal of Qualitative Studies in Education

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“…The three primary goals of TWBI are for students to become bilingual and biliterate, achieve academically at or above grade level, and attain positive cross-cultural attitudes (Baker, 2011;Fortune & Tedick, 2008;Lindholm-Leary, 2001; Thomas & Collier, 2002;Valdés, 1997). In the U.S. the programs generally start in kindergarten and progress through middle or high school.…”

Section: Introductionmentioning

confidence: 98%

Language status in two-way bilingual immersion

Hernández

2015

JICB

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Research has shown that two-way bilingual immersion (TWBI) programs provide positive outcomes for all students to become bilingual, biliterate, and bicultural. Yet, studies have shown that there can be challenges in student-tostudent interaction in TWBI programs. This study reports on peer interaction dynamics during content instruction in two 90/10 programs through lesson observations, teacher interviews, and reflections. Teachers in Grades 4-6 provided their perspectives concerning the status of English and Spanish in their classrooms. Teachers also shared instructional strategies to support students' progress in Spanish. This study presents important instructional implications for sociocultural and sociolinguistic goals pertaining to English and Spanish speakers in TWBI programs.Spanish abstract at end.

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“…These studies have raised questions about the extent to which elementary TWI programs achieve linguistic equity (Amrein & Pena, 2000;Hadi-Tabassum, 2006;Wiese, 2004). They have also led to new understandings about how student identities are constructed through language practices in the classroom (Fitts, 2006;Potowski, 2004Potowski, , 2007Rubinstein-Avila, 2003).…”

mentioning

confidence: 95%

Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

Bearse

Jong

2008

Equity & Excellence in Educ.

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This qualitative study inquired into secondary students' perceptions of their participation in a secondary Spanish-English two-way immersion (TWI) program, triangulating data from 166 surveys and 24 focus interviews across grades 6-12. After reviewing current research on secondary two-way immersion programs, the article describes the study and its findings. The first finding stresses the continuous link between language and identity and how this link differs within the Latino group. A second theme centered on how students viewed the linguistic and cultural capital the TWI program aims to develop, with the Anglo students identifying bilingualism for better job opportunities as the most important capital. Latino students also envisioned better job opportunities; however, Spanish was valued foremost for its connection to their families and roots. Finally, the third theme discusses linguistic and cultural equity. Though all students evaluated their experiences in the TWI program positively, they acknowledged that as they moved through the secondary years, their exposure to Spanish declined and English dominated their school day. The authors urge educators to consider how the academic, linguistic, and cultural benefits of TWI programs are distributed for various groups enrolled in the program.

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Reconstructing the Status Quo: Linguistic Interaction in a Dual-Language School

Cited by 101 publications

References 10 publications

Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom

Building and destroying students’ ‘academic identities’: the power of discourse in a two‐way immersion classroom

Language status in two-way bilingual immersion

Cultural and Linguistic Investment: Adolescents in a Secondary Two-Way Immersion Program

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